Central Washington University Assessment of Student ... · 2009-10 Information Technology and...

2009-10 Information Technology and Administrative Management (ITAM) BS ITAM Yearly Report Central Washington University

Central Washington University

Assessment of Student Learning

Information Technology and Administrative Management (ITAM) Department College of Education and Professional Studies, Spring 2010

BS ITAM Major

Introduction: Information Technology (IT) and Administrative Management in its broadest sense encompass all aspects of information related technology and management applications. IT, as an academic discipline, focuses on meeting the needs of users within an organizational and societal context through the selection, creation, application, integration, and administration of computing technologies. Administrative Management is the application and use of IT to strategically manage the business or organization’s operations. Together, ITAM capitalizes on the demand of a large, untapped job market by preparing students to meet the needs of small and medium size organizations. These profit and not-for-profit companies need employees who understand how to use IT to develop strategy and effectively manage the operations. ITAM offers high demand programs! CWU President James Gaudino recently stated that the greatest growth and opportunity at CWU is in its Applied Degrees. A recent Wall Street Journal article captured the essence of the ITAM degree. Today’s managers must have the IT skills complementing their soft skills to be successful. Completing a traditional degree in such areas of management, marketing, operations, to mention a few, is not enough. There will continue an increase trend for graduates to combine IT and Administrative Management skills in the workplace. Indeed, CWU ITAM graduates combine their technical skills (e.g., IT, Networking, Database, CRM, E-Commerce, etc.) with business-ready soft skills – communication, leadership, project management, and administrative management. This report is an overview of the student learning outcome assessment for the ITAM department. Included are the instruments utilized, data collected and the resulting changes that took place during the time period from March 2009 to May 2010. Discussion of the significance of the results is also included. We conclude with a new section highlighting the general education IT101 Computer Applications class assessment. We have used this report to prepare for the 2010-11 ITAM Five Year Program Review.


We have endeavored to build on the feedback from the 2007-2008 and 2008-09 Assessment of Student Learning Reports, Feedback for the Department of ITAM especially in the areas of current student and graduating senior satisfaction. This report also highlights current data and changes to the curriculum based on several meetings with the ITAM advisory board, five department retreats over the past academic year and bi-monthly department meetings. ITAM recognized early the budget challenges of the university and, with the advisory board’s guidance, streamlined its course offerings and revised curriculum to meet the high demand of IT and Administrative Management. Electives were dropped from the specializations to concentrate on the core specializations. The ITAM course syllabi were all reviewed and revised to reflect current industry standards. Report Contents:

1. Program Mission and Goals - The ITAM Program a. Program Outcomes b. BS ITAM Overview Chart c. ITAM Organizational Chart

2. What Student Learning Outcomes Were Assessed This Year, and Why? 3. How Were They Assessed?

a. What methods were used? (ITAM Assessment Overview Goals and Matrix) i. ITAM Assessment Instrument Table (BS ITAM and BAS ITAM)

b. Who Was Assessed? c. When Were They Assessed? d. Assessment Instrument Table (overall program and student learner outcome

assessment) 4. What Will the Department or Program do as a Result of that Information? (Narrative

Report of Assessment of Student Learning Outcomes) A. SEOIs Report

B. Senior Exit Questionnaire (Appendix B) C. Focus Group Report (Appendix C) D. Advisory Board (Appendix D)

E. BS ITAM Student Learner Outcomes – Specific Courses (Appendix E) 5. Appendix: Supporting Documents and Data

A. Annual Course Syllabi Review (Appendix A) B. Senior Exit Questionnaire (Appendix B)

C. Focus Group Report (Appendix C) D. Advisory Board (Appendix D)

E. BS ITAM Student Learner Outcomes Data – Specific Courses, Tied to Department, College and University Goals (Appendix E) F. BS ITAM Student Learner Outcomes Data Matrix – Specific Courses, Tied to Department, College and University Goals (Appendix F)

G. 2008-09 CWU Assessment Feedback for BS ITAM (Appendix G) 6. NEW - General Education Supplemental – IT101 Computer Applications Assessment A. Data Analysis


Academic Year of Report: 2009-2010 College or Support Area: College of Education and Professional Studies Department or Program: ITAM Check here if your assessment report covers all undergraduate degree programs: [ X ] Check here if your assessment report covers all graduate degree programs: [ ] Program Mission and Goals - Broad Goals of the ITAM Program The ITAM program aims to provide graduates with the skills and knowledge to take on appropriate professional positions in Information Technology, Administrative Management and Retail Management upon graduation and mature into leadership positions or graduate studies in multiple fields. The ITAM Department prepares students for productive and challenging careers and for a lifetime of creative thinking and adaptive learning as productive citizens. Within our programs, emphasis is placed on developing leadership, communication, critical thinking, and problem-solving competencies.

Department/Program Goals 1. Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in

their chosen career. 2. Faculty will provide outstanding curriculum, programs, and advising in the areas of

Information Technology, Administrative Management, and Retail Management and Technology.

3. Department will recruit and retain qualified faculty. 4. Department will strengthen partnerships with industry, professional groups, and alumni. 5. Department will support and maintain resources sufficient to provide faculty and students with

classroom and lab experiences necessary to be competitive in the information technology industry.

Student Learning Outcomes (performance, knowledge, skills)

To enable ITAM graduates to achieve the above goals, they must possess the following upon graduating:

(a) An ability to apply knowledge of technology and management skills appropriate to the

discipline. Identified ITAM Classes for Assessment: ADMG 424, IT 271, IT 260, IT 351. IT 362, IT 422, RMT 467

(b) An ability to analyze a problem, and identify and define the requirements appropriate to its solution. Identified ITAM Classes for Assessment: ADMG 372, ADMG 385, ADMG 424, IT 248, IT 428, IT 461, RMT 467

(c) An ability to design, implement, and evaluate a technology system, process, component, or program to meet desired customer and organizational needs. Identified ITAM Classes for Assessment: ADMG 376, IT 462, IT 468, RMT 335, RMT 366

(d) An ability to function effectively on teams to accomplish a common goal. Identified ITAM Classes for Assessment: ADMG 310, ADMG 372, IT 376, IT 462, RMT 340

(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities. Identified ITAM Classes for Assessment: ADMG 201, ADMG 310, ADMG 372, IT 301, RMT 330


(f) An ability to communicate effectively with a range of audiences. Identified ITAM Classes for Assessment: ADMG 310, ADMG 372, ADMG 385, IT 422, IT 461, RMT 340, RMT 350, ADMG/IT/RMT 490

(g) An ability to analyze the local and global impact of technology and management decisions on individuals, organizations, and society. Identified ITAM Classes for Assessment: ADMG 201, ADMG 302, ADMG 372, IT 362, IT486, RMT 485

(h) Recognition of the need for and an ability to engage in continuing professional development. Identified ITAM Classes for Assessment: ADMG 310, ADMG 372, ADMG 471, RMT 330,

ADMG/IT/RMT490 (i) An ability to use current techniques, skills, and tools necessary for technology and

management practice appropriate to the discipline. Identified ITAM Classes for Assessment: ADMG 302, ADMG 371, IT 248, IT 422, IT 426, IT 428, IT 359, IT 470

(j) An ability to identify and analyze customer and/or organizational needs and take them into account in the selection, creation, evaluation, and administration of technologies and management practices. Identified ITAM Classes for Assessment: ADMG 201, ADMG 372, IT 461, IT 463, IT 468, RMT 366

(k) An understanding of current issues in the content of technology and/or management standards and their application. Identified ITAM Classes for Assessment: ADMG 471, IT 486, RMT 340, RMT 485

(l) An ability to assist in the creation of an effective project plan. Identified ITAM Classes for Assessment: ADMG 372, ADMG 376, IT 374, RMT 340

(m) Ability to anticipate and manage continual technological and organizational change. Identified ITAM Classes for Assessment: ADMG 302, ADMG 372, ADMG 374, RMT 335

(n) Ability to advise and consult effectively on technological and managerial decisions. Identified ITAM Classes for Assessment: ADMG 372, ADMG 385, ADMG 485, IT 461, IT 462, RMT 366


Network Administration and Management

Required Progam

Courses (32‐35 credits):

1. IT 362 Wireless Communications

2. IT 461 Systems Analysis

3. IT 463 (453) Computer Network Management

4. IT 464 (455) Directory Services

5. IT 465 (454) Messaging Services

6. IT 467 (457) Network Security

7. IT 490 Internship

Retail Management and Technology

Required Progam


1. RMT 330 Principles of Retailing

2. RMT 335 Retail Information Technology

3. RMT 350 Retailing and E‐commerce

4. RMT 467 Retail Management

5. RMT/FCSA 485 International Retailing

6. RMT 490 Internship

Web and Database Administration and

Management Required Progam Courses (32‐35 credits): 1. IT 426 Application of Web Languages

2. IT 428 Web Applications

3. IT 469 Enterprise Database Systems: SQL


5. IT 462 Systems Design

6. IT 470 Database and the Web

7. IT 490 Internship

Administrative Management

Required Progam


1. ADMG 424 Administrative Management Policy

2. ADMG 471 Contemporary Issues in Administrative Management

3. IT 359 Advanced Spreadsheet Application


5. IT 462 Systems Design 6. ADMG 490 Internship

Pre‐Admission Requirements (14 credits): 1. IT 248 Web Fundamentals 2. ADMG 201 Intro to Business 3. IT 260 Integrated IT Applications 4. ADMG 271 Business Math

Core Requirements (51 Credits): 1. ADMG 310 Professional Development 2. ADMG 371 Administrative Management 3. ADMG 372 Leadership and Supervision 4. ADMG 374 Project Management 5. ADMG 376 Project Management & IT 6. ADMG 385 Business Communication & Report Writing 7. IT 301 IT Security, Privacy, & Ethics 8. IT 351 Computer Networks 9. IT 422 Web Site Construction 10. IT 468 Projects in Database 11. RMT 340 Principles of Selling 12. RMT 366 Customer Relationship Management 13. ADMG 302 Financial Analysis for Administrative & IT Support

THE BS ITAM CORE

THE BS ITAM SPECIALIZATIONS


1. What student learning outcomes were assessed this year, and why? In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are linked to department, college and university mission and goals. The ITAM Department uses a number of planning processes and strategic tools to facilitate and maintain continuous assessment, feedback and improvement. Several department planning retreats are used each year to address the curriculum. The past 12 months ITAM has exceed it goal with five department retreats to address curriculum and student needs. Planning and evaluation is also a normal part of each by-weekly department meeting. Faculty and chair analysis of student SEOIs including narrative comments and reflection papers provide feedback of specific course content and effective teaching. Yearly planning for CWU accreditation assessment provides the venue for healthy discussion and improvement, as well as for review and improvement on assessment feedback. Last year, the ITAM Advisory Board began their leadership in insuring that the ITAM department is meeting the needs of the students and industry. This year the advisory board once again affirmed that the ITAM department is positioned well for meeting industry needs with high demand programs. The ITAM department once again assessed three out of five programmatic outcomes this year for the BS ITAM. Program Goal Number 1 is associated with the student learner outcomes specifically needed for this yearly report.

1. Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen career. This goal is related to CWU Assessment Goals IV and V, Assessment Matrix for CWU, Endorsed by the CWU Assessment Committee and General Education Committee, based on HECB and NASC assessment guidelines. IV. Do students exhibit readiness to enter their chosen major field of study? This goal is also related to CWU goal 1: Maintain and strengthen an outstanding academic and student life on the Ellensburg campus. Finally, the goal is related to the college goal of “Provide for an outstanding academic and professional growth experience for students at all CWU locations. This goal was identified because our department wanted to know whether we are meeting the needs of the students during their program studies.

2. Faculty will provide outstanding curriculum, programs, and advising in the areas

of Information Technology, Administrative Management, and Retail Management and Technology. This goal is related to CWU Assessment Goal VII, Assessment Matrix for CWU, Endorsed by the CWU Assessment Committee and General Education Committee, based on HECB and NASC assessment guidelines. VII. How satisfied are students with aspects of their programs…? The Goal is also related to the CWU Strategic plan Goal 1: Maintain and strengthen an outstanding academic and student life on the Ellensburg campus. Finally, the goal is related to the college goal of “Provide for an outstanding academic and professional growth experience for students at all CWU locations. This goal was identified because our department strives to meet and exceed the needs of the students during their ITAM program of study.

3. Department will strengthen partnerships with industry, professional groups, and

alumni. This goal is related to CWU Assessment Goal VII, Assessment Matrix for CWU, Endorsed by the CWU Assessment Committee and General Education Committee,


based on HECB and NASC assessment guidelines. VII. How satisfied are students with aspects of their programs, specifically (a) individual classes, (b) their majors, (c) student support services, and (d) knowledge acquired? This Goal is also related to CWU Goal 3: Strengthen and further diversify our funding base to support academic and student progress. It is also related to the College Goal: Provide professional, high-quality staffing, facilities, technologies, and appropriate resources to ensure the highest levels of academic and professional development. This goal was identified because our department realizes the importance to stay connected to industry as IT and management technologies are constantly changing.

2. How were they assessed? In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your assessment results. If appropriate, please list survey or questionnaire response rate from total population. A) What methods were used? (ITAM Assessment Overview Goals and Matrix) B) Who was assessed? C) When was it assessed? (See Table Matrix Above) The ITAM Department assessments are directly related to our program and learning goals. We use direct and indirect approaches to capture the assessment data. Direct measures asked students to display knowledge and skill as they complete the task/instrument (i.e., tests, essays, projects, assignments, etc.). Indirect measures asked students to reflect on learning rather than demonstration (i.e., surveys, focus groups, reflection papers). The ITAM Assessment Matrix table below, as a guide to maintain consistent assessment, highlights the tools used. In addition, we used the specific learner outcomes assessment matrix for better understanding of our success, Assessment Instrument Table (overall program and student learner outcome assessment)(See Appendix E). ITAM Assessment Instrument Table (Used for both BS ITAM and BAS ITAM Programs) In addition to assessment data collected in specific courses, the ITAM program uses a variety of assessment instruments. The following table summarizes the instruments that are utilized to collect data, evaluate student learning outcomes and make changes to the ITAM programs and specializations.


Instrument Description Where

Implemented Schedule Feedback Implementation of

Change (Adjustment) Student Evaluation of Instruction Forms (SEOI)

Standardized evaluations pertaining to course and instructor

Completed by each student in each course in the program

Every quarter including summers, usually in the last week

Summary and individual comments supplied to instructor, ITAM Chair and Dean within three weeks

Faculty member adjusts course delivery/content. ITAM Chair, Personnel Committee and the Dean of CEPS may make suggestions

Exit Questionnaire (Appendix B)

Written (online) document completed by graduating seniors any quarter. Pertains to education and pending employment.

Announced in 400 level course in the major and send by e-mail for those officially scheduled for graduation.

ITAM Administrative Assistant sends out e-mails to those officially scheduled to graduate. Quarterly.

Results are summarized and discussed among the faculty and Chair at faculty meetings.

Faculty/program director implement change for the upcoming academic year

Focus Group (Appendix C)

Conduct a focus group survey with some juniors and seniors, designed to identify program strengths and weaknesses

300 and 400 level courses in the major

Administered each May

Facilitator prepares short written report, results are discussed with faculty at the fall faculty meeting

Faculty/program director implement change for the upcoming academic year

Advisory Board (Appendix D)

8-12 Industry Experts who review and make suggestions for program improvement

Department Chair and Program Coordinator

Once every a year

Facilitator prepares short written report and results are discussed with faculty at the fall faculty meeting

Faculty member adjusts course delivery/content

Student Learner Outcomes Data (Appendix E)

Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen careers

Classrooms Quarterly, throughout the courses

Faculty prepare short written report and results are discussed with faculty at the Fall faculty meeting

Faculty member adjusts content and outcomes.

3. What was learned? In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or analysis of the results.


1. The program goal “Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen career” was evaluated through the Student Learner Outcomes Data. In 2007, a comprehensive list of course outcomes were developed based on the ABET accrediting standards. The ITAM department, over five department retreats this past year, has revised the Student Learner Outcomes to include retail management and technology and administrative management. While at this time the list is quite robust and comprehensive, we only present a summary of certain courses assessed the past year based on knowledge, skills, and attitudes. (See Appendix E). The Student Learner Outcomes Data Matrix of all criteria is highlighted in Appendix F.

The following courses were assessed this past year:

• ADMG 310 Professional Development • ADMG 372 Leadership and Supervision • ADMG376 Project management and IT • ADMG385 Business Communications and Report Writing • ADMG424 Administrative Management Policy • IT 422 – Website Construction • IT 468: Projects in Database • IT301 Information Technology: Security, Privacy and Ethics • IT461 Systems Analysis • RMT366 Customer Relationship • RMT485 International Retailing

Overall, we report that ITAM students have been meeting the learning outcomes. Indeed, 32 areas assessed out of 35 met the benchmark criteria. Objective Achieved: Specific courses were assessed and reviewed within the framework of the undergraduate office. Most ITAM course criteria met or exceeded the target outcomes. See Appendices E and F.

2. The program goal that “Faculty will provide outstanding curriculum, programs, and advising in the areas of Information Technology, Administrative Management, and Retail Management and Technology” was evaluated by reviewing the course syllabi, overall SEOI means, the new Online ITAM Senior Exit Survey facilitated through a new Senior Graduation Blackboard site and a focus group of sampled students from five junior and senior classes.

Annual Course Syllabi Review – BS ITAM and BAS ITAM

All courses taught within the ITAM Department include teaching objectives, learner outcomes, and assessments consistent with the department, college, and university programmatic goals and objectives. In 2008-09 and 2009-10, the ITAM department participated in several retreats to revised their curriculum to reflect the current industry standards, reworked their specializations to be streamlined in anticipation of budget cuts the next 2-4 years, and posted all ITAM syllabi on the web site to afford students advance planning and to better understand the requirements and outcomes (See Appendix A for list and www.cwu.edu/itam). Based on feedback from faculty, students


and the ITAM advisory board, the course objectives were reviewed and revised to reflect current industry standards. Advising sheets were also updated for efficient advising. Objective Achieved: All course syllabi posted on the ITAM web site with revised course outcomes clearly identified. Effective Teaching and Advising – Compiled Together for the BS ITAM and BAS ITAM Traditional methods of instructional assessment are utilized by the department, including self-reflective papers, advising/office hours, and Student Evaluation of Instruction (SEOI). Self reflective results will not be included in this report. All ITAM faculty hold an average of 6 hours a week for advising. SEOI evaluations are mandatory for each course within the College of Education and Professional Studies. ITAM faculty are required to administer SEOIs every quarter for every class taught. Several faculty members participated in a Peer Observation Training project so this method of instructional assessment could be implemented within the department and college. A May 2008 report by the Faculty Senate Academic Affairs Committee on grade inflation from 1992 to 2007 found ITAM at an average of 2.86 (out of 4.0). CWU Testing and Assessment has provided data on questions 28 and 29 for the past five years to assess how ITAM compares to its college and the university. Objective Achieved: ITAM faculty provide office hours consistent with those offered by other departments at CWU. We don’t appear to be inflating our grades but still remain strong in the “excellent” mean levels for the questions, #28 On a scale of 1-5, with 5 being "excellent" and 1 being "very poor," describe how you believe the course as a whole was…and #29 On a scale of 1-5, with 5 being "excellent" and 1 being "very poor," describe what you believe the instructor's teaching effectiveness was…


CENTRAL WASHINGTON UNIVERSITY – ITAM ITAM, CEPS, AND CWU SEOI AVERAGES to QUESTIONS 28 & 29 WINTER 2005 THROUGH WINTER 2010 (Supplied by Testing)

FORM A QUESTION 28 FORM A QUESTION 29

Term/ Form

ITAM SEOI

MEAN

CEPS SEOI

MEAN

CWU SEOI

MEAN

ITAM SEOI

MEAN

CEPS SEOI

MEAN

CWU SEOI

MEAN 1051 A 4.40 4.29 4.24 4.57 4.39 4.33 1053 A 4.41 4.41 4.26 4.53 4.50 4.35 1059 A 4.36 4.32 4.20 4.51 4.42 4.32 1061 A 4.21 4.27 4.22 4.32 4.36 4.32 1063 A 4.35 4.32 4.26 4.45 4.40 4.35 1069 A 4.39 4.30 4.19 4.50 4.38 4.29 1071 A 4.11 4.28 4.23 4.27 4.36 4.32 1073 A 4.66 4.37 4.25 4.79 4.45 4.34 1079 A 4.23 4.39 4.20 4.30 4.48 4.31 1081 A 4.17 4.35 4.24 4.27 4.43 4.33 1083 A 4.09 4.32 4.26 4.23 4.42 4.35 1089 A 4.07 4.34 4.22 4.19 4.42 4.33 1091 A 4.35 4.34 4.23 4.48 4.43 4.32 1093 A 4.45 4.35 4.27 4.57 4.44 4.36 1094 A 4.14 4.32 4.22 4.15 4.38 4.34 1099 A 4.14 4.32 4.32 4.15 4.38 4.38 1101 A 4.49 4.35 4.27 4.54 4.41 4.35

FORM C QUESTION 28 FORM C QUESTION 29

Term/ Form

ITAM SEOI

MEAN

CEPS SEOI

MEAN

CWU SEOI

MEAN

ITAM SEOI

MEAN

CEPS SEOI

MEAN

CWU SEOI

MEAN 1051 C 4.31 4.60 4.46 4.48 4.67 4.55 1053 C 4.34 4.56 4.47 4.53 4.63 4.54 1059 C 4.34 4.57 4.46 4.53 4.63 4.51 1061 C 4.36 4.63 4.43 4.50 4.67 4.51 1063 C 4.30 4.55 4.46 4.47 4.59 4.52 1069 C 4.37 4.53 4.44 4.55 4.61 4.53 1071 C 4.38 4.57 4.49 4.57 4.66 4.58 1073 C 4.33 4.57 4.49 4.49 4.59 4.53 1079 C 4.38 4.49 4.46 4.51 4.53 4.53 1081 C 4.31 4.53 4.46 4.48 4.58 4.52 1083 C 4.36 4.54 4.49 4.51 4.59 4.55 1089 C 4.10 4.38 4.32 4.27 4.44 4.40 1091 C 4.08 4.50 4.43 4.16 4.52 4.48 1093 C 4.14 4.51 4.46 4.15 4.57 4.54 1094 C 4.18 4.58 4.50 4.42 4.64 4.57 1099 C 4.18 4.32 4.50 4.42 4.38 4.38 1101 C 4.28 4.56 4.53 4.51 4.64 4.60


Senior Graduate Exit Survey (Appendix B)

Twenty-two (N=22) graduating seniors completed the Senior Graduation SurveyMonkey site. The instrument has been integrated into the ITAM summer internship program with future assessment reports benefitting from this student feedback. Only two students indicated that he/she has accepted a job before graduating. Overall, all ITAM programs appear to be meeting the needs of the students at the “agree” and higher level. The narrative comments (Appendix B) indicate strong advising, teaching and course offerings as a department program strength, although there are some dissatisfaction with certain courses in the IT side of the program. When asked, “Overall, I was satisfied with the quality of the ITAM program,” 75 percent said yes. Objective Achieved: Overall, ITAM faculty provide outstanding curriculum, programs, and advising in the areas of Information Technology, Administrative Management, and Retail Management and Technology at the “Agree” levels. Focus Group (Appendix C) Two focus groups were conducted looking at the BS ITAM and BAS ITAM programs, one on the Ellensburg campus and one on the west side at the Lynnwood Center. The Ellensburg focus group consisted of 6 students representing the four specialization areas in the BS ITAM and the Lynnwood focus group consisted of 21 students in the BAS ITAM program. Questions Addressed included: 1) What areas do we do well? 2) What areas do we need improvement? 3) How can ITAM better meet your classroom needs? 4) How do we do with advising? 5) Other areas to celebrate or review? 6) (NEW) How do we do with online course offerings? For the BS ITAM Program, we found that we are doing well in advising, programs and course offerings. The ITAM program as a whole is good. The department offerings are useful and applicable to the business environment. The use of the two year course offerings is important for advising. For the most part, we remain current in the newest technology. Areas needing improvement include an internship preparation class during the junior year because too much preparation needs to be done to land a valued internship. To be successful in IT 461, IT 468 should be taken first because the professor assumes students have recent knowledge of database. Some teachers do not utilize BlackBoard correctly. Instructors need to understand that Bb and/or the internet does go down often making enforced deadlines problematic. A little flexibility is requested. While online classes may appeal to some, some people learn better in in-person classes. It was suggested that an in-person class be offered alongside an online class. Hybrid classes


are great for being the best of both styles. The first session in a course could be how to use the online class and what to expect. Some online classes are not clear about where to start the course. Objective Achieved: Overall, ITAM faculty provide relevant curriculum and programs complemented with strong advising in the areas of Information Technology, Administrative Management, and Retail Management and Technology. We look forward to our 2010-11 five year program review to address areas ITAM is short on resources to remain current and competitive.

3. Department will strengthen partnerships with industry, professional groups, and alumni.

Advisory Board (Appendix D)

The Information Technology and Administrative Management (ITAM) Advisory Board provides leadership, direction, and support to the constituencies ITAM department serves. It provides a link to those individuals and organizations with the resources, knowledge, and contacts ITAM department needs to achieve its objectives and fulfill its mission of maintaining currency and relevancy, and best serving the students. Guiding Roles • Act as advisor to the ITAM faculty and staff on matters relating to the advancement of

the department, its programs and courses, and information technology hardware and software needs, as prescribed by industry.

• Endorse and advocate for the ITAM to raise its profile as a leading IT Management department in the state of Washington.

• Help build strong relationships between the business community and ITAM department by encouraging organizations and individuals to recruit students, employ graduates and contribute to student learning through mentoring, experiential projects, classroom visits, and internships.

The ITAM Advisory Board has been a strong advocate for the ITAM programs and curriculum. Both the BS and BAS program share the ITAM advisory board with meeting locations on the Westside and Ellensburg. Four members of the new board are BAS ITAM focused. Objective Achieved: ITAM faculty and the board have met twice in the past 12 months to work on program review and curriculum. The agenda and minutes are posted on the ITAM web site. (www.cwu.edu/itam).

4. What will the department or program do as a result of that information? In answering this question, please note specific changes to your program as they affect student learning, and as they are related to results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will the department report the results and changes to internal and external constituents? Action Items

We have discussed the results of last year’s reports during our regularly scheduled faculty meetings, with our advisory board, and with the Dean. As we assessed our programs and courses, we worked diligently to make strategic adjustments in our curriculum and course


offerings to strengthen the high demand areas while dealing with budget cuts. Overall, we have been fortunate to maintain our high quality program areas. Through retreats, the department chair educated the ITAM faculty on the report assessment feedback matrix and used the data to continue building the ITAM brand this year. We continue to build an effective and efficient program offering.

Specific Changes include:

1. Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen career. Based on the results of this year’s assessment, our department will remain steadfast on assessing specific courses to measure how students are doing in their program content areas. In some courses, students are not initially “making the grade.” Faculty for those courses continue to review their class objectives and the content to improve the learning experiences.

2. Faculty will provide outstanding curriculum, programs, and advising in the areas

of Information Technology, Administrative Management, and Retail Management and Technology. Based on the results of this year’s assessment, our department will remain steadfast on assessing the curriculum, programs, and advising. The areas we addressed this year included better scheduled course offerings by quarter and year, more opportunities for developing communication skills, and specific information between theory and application. The ITAM web sites (BS and BAS Programs) will be completely redesigned to help future students understand the program goals and apply for those programs; assist current students in advance program advising; and assist students in communicating to the department faculty what we are doing well and what we need to do better.


alumni. Based on the results of this year’s assessment, our department will remain steadfast on assessing the curriculum, programs, and advising. The ITAM advisory board has affirmed during the past two years that the ITAM programs are indeed high demand programs with current curriculum, and that our graduates will do well in the job market. The ITAM department will continue to looked to the advisory board during this uncertain and unpredictable business environment. The next step is to tap into the advisory board for guest speakers and internships.

5. What did the department or program do in response to the feedback from last year's assessment report? In answering this question, please describe any changes that have been made to improve student learning based on previous assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods. The ITAM Department Faculty has embraced the yearly assessment reports and feedback as a strategic tool to build the ITAM brand. We recognize the importance of planning and assessment. The assessment process directly facilitates adjustments in the curriculum and programs to meet student and industry demands.

Based on last year’s feedback report (below), we have celebrated the positive feedback but also remain steadfast in our planning and assessment. We will continue to assess program


outcomes and student learning outcomes (the first goal discussed in the report). We will also continue to use both direct and indirect assessments with number counts (N) to the assessment were applicable. We continue to use a senior exit survey, focus group, and the advisory board as tools to excel in IT and Management. Indeed, the one area we did not meet the benchmark “What will the department or program do as a result of that information (feedback/program improvement)?” was addressed this past year on multiple levels. ITAM faculty participated in five retreats during the past year to continue refining our curriculum and course outcomes. Feedback from the advisory board, exit survey and focus groups helped revise and update ALL courses within the core and specializations. We updated many of the BS and BAS course objectives with faculty involved in the process. These course objectives are featured on the ITAM Course Syllabi web page. The Advisory Board agenda and minutes are also posed on the ITAM web site. Indeed, it was a good year for ITAM! Specific areas include:

1. Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen career. Based on the results of last year’s assessment, our department remained steadfast on assessing specific courses to measure how students are doing in their program content areas. In some courses, students are not initially “making the grade.” Faculty for those courses reviewed their class objectives and the content to improve the learning experiences.

2. Faculty will provide outstanding curriculum, programs, and advising in the areas of Information Technology, Administrative Management, and Retail Management and Technology. Based on the results of last year’s assessment, our department remained steadfast on assessing the curriculum, programs, and advising. The areas we addressed this year included better scheduled course offerings by quarter and year, more opportunities for developing communication skills, and specific information between theory and application. The ITAM web sites (BS and BAS Programs) were completely redesigned to help future students understand the program goals and apply for those programs; assist current students in advance program advising; and assist students in communicating to the department faculty what we are doing well and what we need to do better. Finally, the ADMG specialization was reworked to better meet the needs of students in both the BS and BAS programs.


alumni. Based on the results of last year’s assessment, our department remained steadfast on assessing the curriculum, programs, and advising. The ITAM advisory board has affirmed during the past two years that the ITAM programs are indeed high demand programs with current curriculum, and that our graduates will do well in the job market.


CENTRAL WASHINGTON UNIVERSITY

2008-2009 Assessment of Student Learning Report

What did the department or program do in response to the feedback from last year's assessment report? 2008-

09 Score

2008-09

Target Met

Comments to Address How Addressed 2009-10

1. What student learning outcomes were assessed this year, and why?

4 Yes The department evaluated 3 programmatic goals at the undergraduate level for the BS ITAM and BAS-ITAM programs. One of these goals for both programs was student learning related and encompassed 10 outcomes. It is clear the department has a clear sense of what it’s graduates should know, do and value for both programs. This is all very positive and serves as a model for the college. Outcomes were also linked to department, college, and university goals and included knowledge, skills, and dispositions/attitudes. Although the department is encouraged to continue assessing its programmatic outcomes, the purpose of this particular report was to focus primarily on student learning outcomes (the first goal discussed in the report).

We continued to assess program outcomes and student learning outcomes (the first goal discussed in the report). This past year, we have continued to refine the curriculum and outcomes for all ITAM courses in response to the student feedback, advisory board, and focus group. We have also eliminated all electives in response to the severe budget cuts. Finally, we have communicated these changes in multiple media including a new ITAM web site scheduled for June 2010.

2. How were they assessed?, a. What methods

were used? b. Who was

assessed? c. When was it

assessed?

4 Yes It is clear that the department has developed and identified several assessment tools to guide programmatic development and reflection. The shear variety of measures is positive and seems to be yielding informative information. Some of these assessment tools were direct (e.g., exams, projects, case studies) and indirect (summative survey, focus group, etc.). All seem effective at measuring student learning and growth. The program should be commended in its use of various direct and indirect instruments to measure student learning. The number of students assessed was very clear as were standards of mastery. This is a major improvement from last year! As stated, the improvements made by the program in developing and analyzing various assessment tools will help in the program’s ability to enact change with regard to curriculum and pedagogy. The program is clearly a leader on-campus with regard to assessment! The effective measures will be of great help to the dept. in making curriculum and pedagogical changes.

We continued to use both direct and indirect assessments with number counts (N) to the assessment were applicable. Finally, we continue to use a senior exit survey, focus group, and advisory board.

3. What was learned (assessment results)?

4 Yes Program results were presented in specific quantitative terms. Results were explicitly linked to outcomes and compared to established standards of mastery. It was clear that the department took the feedback from last year and made significant improvements in the way data was presented and explained. The conclusions and data interpretations were matched to the data and seemed to get at the essence of the findings.

We continued to review assessment and use these data to adjust our programs and curriculum.

4. What will the department or program do as a result of that information (feedback/program improvement)?

1 No Program improvement as related to pedagogical or curricular decisions to improve student learning was acknowledged. Mention was made of individual faculty reviewing course outcomes and content in the programs. It would be suggested that program faculty look at the results as a whole and decide on more holistic changes or initiatives that might aid in student learning and achievement. For example, the results of the BS program

ITAM faculty participated in five retreats during the past year to continue refining our curriculum and course outcomes. Feedback from the advisory board, exit survey and focus groups helped revise and update ALL courses within the core and


seemed to suggest that students could do better in meeting outcomes related to analyzing the local and global impact of technology (as based on exams and case studies). The idea of providing student assistance through study guides, pretests, and enhanced presentation materials could be a means to affect performance and student learning. Also, simply knowing that this is an area of need is in itself important and thus warrants particular attention and potentially greater focus in other courses. Making a concerted effort as a program to make changes based on data and assessment results should help strengthen continuous improvement efforts of the program. The program improved from last year by making assessment results more accessible to internal (faculty) and external groups (i.e., advisory) via meetings. The addition of an advisory group for both programs should yield fruitful results. This is all positive and should be continued.

specializations. We updated many of the BS and BAS course objectives with faculty involved in the process. These course objectives are featured on the ITAM Course Syllabi web page. The Advisory Board agenda and minutes are also posed on the ITAM web site. Indeed, it was a good year for ITAM!

5. How did the department or program make use of the feedback from last year’s assessment?

2 Yes It is clear that program changes are taking place through new course development and course revision. The challenge will be for the department to better connect data to those changes. In other words, making a clearer connection between outcome data and results and changes provides strong justification for new resources and support for those changes. Overall, this year’s BS ITAM report was a major improvement from last year’s report! It is obvious a great deal of time and effort has been expended in completing the process and in creating the report. It is also clear the department has committed itself to be continuous improvement oriented. The department and chair should be commended for their hard work this past year! Assessment seems well entrenched with the culture of the department and continuation of program effort should yield informative and effective strategies at improving student learning. As always, please feel free to contact either of us if you have any questions about your score or comments supplied in this feedback report, or if any additional assistance is needed with regard to your assessment efforts.

Assessment, good data, is essential to the ITAM department mission and goals. We continued to use data from the Advisory Board, Focus Groups, and Senior Exit Survey to help guide our programs and curriculum. We also spent many hours as a department reviewing and assessing student leaner outcomes.

1. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:

Please move this process to the summer, rework the due dates for the university assessment process, and fund chairs/program coordinators to work on the assessment reports. The spring is a busy time for all of us allowing only adequate reporting. We would achieve program Excellency through better assessment and reporting if the time and resources are dedicated to this process in the summer. Make it an investment priority. Thank you!


Appendix A Annual Course Syllabi Review


ITAM CLASS SYLLABI LIST (http://www.cwu.edu/itam/syllabi/syllabi.html)

The ITAM Department is dedicated to strong advising and mentoring. To assist the student in their program of study, the department’s syllabi are listed below. This past year, ITAM faculty, with feedback from the advisory board and focus groups, revised many course objectives. Please note that these may be revised at any time as ITAM makes adjustments in the curriculum based on industry needs.

1) ADMG Classes 2) IT Classes 3) RMT Classes

ADMG 201 Introduction to Business ADMG 271 Business Math Applications ADMG 302 Financial Analysis for Admin and IT support ADMG 310 Professional Development ADMG 371 Administrative Management ADMG 372 Leadership and Supervision ADMG 374 Project Management ADMG 376 Project Management in IT ADMG 385 Business Commendations and Report Writing ADMG 424 Administrative Management Policy ADMG 471 Contemporary Issues in Administrative Management ADMG 485 Managerial Communication ADMG/RMT/IT 490 Cooperative Education (Internship)

IT 101 Computer Applications - Hybrid IT 101 Computer Applications Minor - Traditional IT 204 Word Processing Applications IT 228 Introduction to Information Technology IT 248 Web Fundamentals IT 258 Spreadsheets Applications IT 260 Integrated IT Applications IT 268 Database Applications IT 288 Business Presentation Applications IT 301 Information Technology Security, Privacy, and Ethics IT 351 Computer Networks IT 359 Advanced Spreadsheet Applications IT 362 Wireless Communication IT 374 Project Management IT 422 Web Site Construction IT 426 Application of Web Languages IT 428 Web Applications IT 453 Computer Network Managment IT 454 Messaging Services IT 455 Directory Services IT 456 Advanced Computer Network Management (Bi-annual) IT 457 Network Security IT 459 Workstation Administration IT 461 Systems Analysis IT 462 Systems Design IT 463 Computer Network Management IT 464 Directory Services IT 465 Messaging Services IT 467 Network Security IT 468 Projects in Database IT 469 Enterprise Database Systems SQL


IT 470 Database and the Web IT 486 Critical Issues in Information Technology

RMT 330 Principles of Retailing RMT 335 Retail Information Technology RMT 340 Principles of Selling RMT 350 Retailing and E-Commerce RMT 366 Customer Relationship Management (CRM) RMT 467 Retail Management RMT 470 Critical Issues in Retailing RMT 485 International Retailing (Bi-annual)


Appendix B Exit Questionnaire – SurveyMonkey (Secured Web Site)

ITAM Exit Interview Questionnaire – SurveyMonkey (Secured Web Site)

1. Please enter your name: 2. How did you hear about the ITAM program? 3. Why did you choose the ITAM program at CWU? 4. What other college level education have you had prior to coming to CWU? 5. If other university, please state how many hours 6. If University Degree, please state program name 7. Have you had previous IT Management experience? 8. Have you had previous Retail Management experience? 9. Have you had previous Administrative Management experience? 10. Post-graduation Employment: Have you accepted a position? 11. If yes - accepted a position, what is the company, address, contact information? If yes - accepted a position, what is the company, address, contact information? 12. If yes - accepted a position, what was your initial (or entry-level) job title upon being hired?


13. If yes - accepted a position, how would you categorize this company? 14. If yes - accepted a position, how did you become aware of this job position? 15. If yes - accepted a position, what factors were important in making this decision with this company? (Check all that apply)

• Location • Company • Work environment • Type of job • Other (please specify)

16. If yes - accepted a position, what will be your yearly salary? (just an approximation) 17. If you have not accepted a position, what is your career objective? (Check all that apply)

• If you have not accepted a position, what is your career objective? (Check all that apply) Find a job

• Get a graduate degree • Get another major/minor • Other (please specify)

18. If your goal is to find a job, have you been interviewed? 19. If yes, by how many companies? 20. If you plan on continuing your education, what are your plans? 21. Please rate the following (N/A, Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree)

• My education experience at CWU prepared me to compete with graduates from other IT programs.

• My studies at CWU contained a good balance between theory and application • The ITAM program adequately developed my written communication skills. • The ITAM program adequately developed my oral communication skills. • The ITAM program adequately developed my overall computer skills (spreadsheets, networking,

web/database, retail management software...) • The ITAM program adequately developed my leadership skills. • The ITAM program adequately developed my time management skills. • The ITAM program prepared me well in the area of administrative management concepts. • The ITAM program prepared me well in my area of specialization. • Did your internship add value to your ITAM major? • Did your internship give you a better perspective into your ITAM major?

22. Were you hired by the company where you did your internship? 23. Overall, I was satisfied with the quality of the ITAM program. 24. Your main area of ITAM specialization is: 25. General Comments - What specific curriculum changes (course additions, course deletions, course changes) would you recommend? 26. What do you consider to be the major strengths or most positive aspects of the ITAM program? 27. What suggestions (physical facilities, hardware/software, industry involvement, faculty, etc.) would you like to make relative to making improvements to the ITAM program? 28. Other comments?


Findings – June 4, 2010

Answer Options Not

Applicable

Strongly Disagree Disagree

Neither Agree nor Disagree

Agree Strongly Agree

Response Count

My education experience at CWU prepared me to compete with graduates from other IT programs.

1 2 2 7 9 1 22

My studies at CWU contained a good balance between theory and application 0 1 4 4 9 4 22

The ITAM program adequately developed my written communication skills. 0 1 2 3 11 5 22

The ITAM program adequately developed my oral communication skills. 0 1 2 6 10 3 22

The ITAM program adequately developed my overall computer skills (spreadsheets, networking, web/database, retail management software...)

1 0 3 5 7 6 22

The ITAM program adequately developed my leadership skills. 0 2 3 1 11 5 22

The ITAM program adequately developed my time management skills. 0 1 3 1 13 2 20

The ITAM program prepared me well in the area of administrative management concepts.

0 1 2 1 13 5 22

The ITAM program prepared me well in my area of specialization. 0 1 2 1 12 5 21

Did your internship add value to your ITAM major? 11 1 1 1 6 0 20

Did your internship give you a better perspective into your ITAM major? 12 1 0 3 4 0 20

A sample of narrative comments from the survey indicates satisfied students (N=22). What ITAM is doing well…(Pulled from two open ended questions)

1. West side Distance Education enabled me to go through this program and continue working (BAS ITAM).

2. Unless a person works at night the program fits most schedules (BAS ITAM). 3. The Instructors you guys have for the department are awesome. Dr. Chester Claar, Dr. Hideki

Takei, and Dr. Robert Trumpy are all amazing instructors and really made my education experience in the ITAM (administrative management specialization) amazing.

4. Don't make this a completely online degree (BS ITAM). 5. Overall I had a great experience with the ITAM department. I enjoyed it thoroughly and can see it

growing and becoming even better. 6. Encourage the Project Management teams to develop and implement advising systems/programs

and ITAM promotion campaigns. 7. Improve online courses by adding more live interactions between instructors and students such

as real-time classrooms via BB so that the students can learn and participate more in classes. 8. Great experience with advisors, professors, and lecturers. I recommend CWU to many Seniors in

HS because of my experience here at Central. 9. The web design program under Chuck Wahle is amazing. 10. ITAM Faculty (BAS ITAM) 11. Adaptability to personal schedules. Professors and lecturers with real world experience.(BAS

ITAM) 12. The major strength this department has is how well everyone knows each other. 13. The ITAM major is strong in its support for students. All of the instructors are very willing to help

and teach. Way better than most majors. For the administrative management specialization I like the diversity of topics.

14. Dr Rawlinson’s server classes because it was practical applications. 15. Management classes.


16. Easy to communicate and get a hold of faculty members/advisors. 17. Focus on management in IT environment 18. The ability to do most of my work online. I believe that if you are going to be working on the

computer, the classes should require complete competence on the computer with the required software programs.

19. Good Database and Web Development. 20. Learning how to give speeches. Learning how to work in groups. Flexible class hours and times 21. Interesting course information 22. The ability to teach different industries within one major. IT courses were filled with real-world

examples and applications, ADMG courses provided the teachings to become a professional within the work place, and my Retail specialization gave me the outlook on how to effectively manage a retail establishment with many concepts and strategies.

23. Chuck's classes. 24. Help from faculty outside the class was helpful. 25. Mr. Wahle is a GREAT web teacher. He and Dr. Rawlinson teach students to be creative and

think on their own, not just do the assignment the teacher wants to see. 26. ITAM Professors 27. Communication skills with speaking and writing. 28. ITAM professors

A sample of narrative comments from the survey also indicates areas for curriculum improvement (N=22). (Pulled from one open ended questions)

1. I would offer more electives in the specializations and let the students pick which ones they want to take. For example, an Administrative Mgmt specialization allow the student to take less IT classes and more options in administrative mgmt classes.

2. Changes in curriculum that would improve the ITAM major would be for the administrative management specialization to have some more hands on experience with network building, and and possibly learning some programming language.

3. I wanted to see less ADMG, excel/word, web site, leadership classes and more practical IT classes that directly lead to IT certifications.

4. Database classes are over done for ADMG majors. IT 461, IT 462 need to be deleted for management majors

5. More (business) math courses; more courses in javascript and C++ (most companies look for these skills out of college, I have noticed).

6. Make Systems Analysis and System Design a concepts and theory set, not application. Set up pre-requisites based on content taught (IT 376 content should come before IT 374).

7. More use of project management software such as MS Project 8. I feel that the new 2009-2011 catalog for the Retail specialization is much improved. The

department took out a few courses and added others. 9. PHP 10. Change advising to apply to the content of the classes, not how the classes are numbered. 11. more IT-related courses added into ITAM (IT specialization) curriculum. 12. There was a course I took over in Ellensburg, half was taken in the classroom with Bob Lupton,

the other half was in a lab with Chuck Wahle. The course was terrific as a whole, I learned to make my own basic website, and write a business proposal. However in the requirements I had to take another course in Web design, and it was the EXACT same material. Assignment for assignment. I felt it was unnecessary for me to be doing the same course twice, with different numbers in front of them.

13. Less ADMG classes and more actual technical classes


Appendix C Focus Group


Focus Group Results (BS and BAS Reported) June 2, 2010 BS ITAM Focus group of students (N=6) Information Technology Management Student Focus Group June 2, 2010 ITAM Conference Room Facilitated by Dr. Ethan Bergman, recorded by Laurie Stehle

Six students (five seniors, one junior) attended encompassing the Network, Administrative Management, and Web/Database specializations.

1. What areas do we do well? - Good experiences with the professors, especially Takei, Trumpy and Wahle. Appreciate the help given by instructors and their knowledge level. - Posting of the Course Offering sheet is very helpful for planning ahead for classes. - The web specialization classes are great, though not easy. - Help is given freely during office hours. - Students are happy to have no classes on Fridays. This allows for flexibility with work and group projects. - The faculty seem to stay updated on technology and make good decisions about updating the classes accordingly. - Hideki’s class Winter quarter incorporated speakers which were chosen by the students. Contact with people in industry is much appreciated. 2. What areas do we need improvement? - Need an internship preparation class junior year because too much preparation needs to be done to land a valued internship. It would have to be required for students to attend. - To be successful in IT 461, IT 468 should be taken first because the professor assumes students have recent knowledge of database. Either change the pre-requisite or change the teacher’s effectiveness. - There is no consistency between the different profs that teach IT 462. One instructor follows a book, while the other is offering more advanced instruction. - Some teachers do not utilize BlackBoard correctly. It should not be used heavily unless the course is an online course. ITAM classes do use BB correctly. But instructors need to understand that BB and/or the internet goes down often making enforced deadlines problematic. A little flexibility is requested. - While online classes may appeal to some, some people learn better in in-person classes. It was suggested that an in-person class be offered alongside an online class. Hybrid classes are great for being the best of both styles. 3. How can ITAM better meet your classroom needs? - CS 4 is needed in more labs in order for students to work on projects outside of class. Since there are back-to-back classes in Shaw 212, students have nowhere to work on the projects. IT 468 does not need the software installed in Shaw 212, so it should be moved to another lab. - The Mac lab needs more RAM. Students are frustrated working on outdated equipment. While it is recognized that funds are a problem, they would like to enter the workforce having learned the latest technology. 4. How do we do with advising? - Advising is generally good. But a lot could be learned by having senior students advise on sequence of classes and which instructor to take to avoid “pitfalls”. ADMG 376 is only about learning MS Project. From the description, the student thought it would further define Project Management for IT situations. ADMG 376 should be taken before IT/ADMG 374 because 374 requires the use of MS Project. 5. Other areas to celebrate or review? - Becoming involved in the Student Senate was great for learning how other departments operate, how student funds are distributed, and general campus politics. - Student clubs allow for social interaction and special opportunities. The old IT club not only did gaming, but it also paid for certification fees. Help labs for advanced classes could be an activity provided by a club.


- Teachers need to be accountable for their effectiveness. If students are not learning, a change needs to be made. - Do quality control on instruction. A teacher that makes changes and adapts to the current student learning level is great. 6. How do we do with online course offerings? - The first session in a course could be how to use the online class and what to expect. Some online classes are not clear about where to start the course. - Collaboration and groups in an online course is difficult because students cannot “meet” at the same time and not all students work at the same level. Also hard is where students grade the work of other students because if students turn in work late, there is nothing to grade, thereby lowering the grade of the on-time student. May 22, 2010 BAS ITAM Focus group of students (N=21) ADVISING - My advising at CWU in Des Moines has been better than any advising I’ve ever had. - They need to stop changing classes quarter to quarter for the Gen Ed courses. - Above average, because of being able to communicate to you via email. Great communication on the

advising side. - Easy to get a hold of you (Shani) if I needed anything changed as far as classes go. It’s always been

good! PROGRAM What areas do we do well? - Management and leadership classes are good as far as managerial skills. - Advising is good and thorough. - Systems analysis and design and project management is beneficial for this program. - Business writing is good and important for developing our writing skills. - Scheduling is great for classes except Saturdays. - ADMG 302 is a good class for IT people - HRM 381 is a good class as well as training and development. - The online classes are organized very well. - The amount of locations the students can attend is helpful, also that you can see your instructor

occasionally. What areas do we need to improve? - The Lower level classes would be great to take online at CWU. (basic skills and lab science) - The past couple years the program has had a lot of teacher turn over. So the expectations haven’t

always been set in place for each new professor. So it would be nice to have them meet the expectation or have guidelines.

- The workload should be balanced as far as a 5 credit class compared to a 3 credit class, and vice versa.

- An understanding for all professors to have a consistent weekly workload. To make things due on similar days.

- Blackboard to be more consistent for each class. Teachers should have some sort of a standard to make it somewhat the same. (acknowledged going to modular model works better than before, do not see consistently in gen ed courses or with new instructors)

- The instructors have the same expectation as the students. i.e. grammar, spelling should go both ways with the instructor and student… Due dates as well. Possibly lack of communication between instructor and students

Going along with last statement if there is a problem that arises is should be private and not posted on blackboard or class

How can ITAM better meet your classroom needs? - Broadcasting go into Webinar. - Workstations in the classroom would be helpful. i.e. computer that is in front of students that works

w/printer.


- WIFI is not very strong and somewhat cumbersome. It needs better instructions, and is almost a pain to use. (understanding that CWU does not own rights to WIFI at centers)

- For Everett CC it would be nice to have somewhere to sign up for WIFI not having to go in person. - Re-signing in is a problem because it always times out. - Projector bulb schedule should be a little tighter in Lynwood. It was almost black until they

changed it.

Other areas to celebrate or review? - Video feeds between classrooms, i.e. cameras are hard to read 90% of the time.(not just ppt

presentations) - Illuminate is better, but hard because of screensavers and it is a little complicated. - Switching between classes in Webinar is good. Maybe giving instructor control over what is being

broadcast. - Some of the classes I took that were live and didn’t rely on blackboard were very informative and I

got a lot out of it. - Online groups are very frustrating; doing away with those would be nice due to people not

participating.(or create consistent training for groups/teams on how to work together in each class, not just throwing people together)

- Discussion board doesn’t seem all that effective. Maybe include a conference call instead to make it seem more like a class.

- They would have to make it realistic (conference call or synchronous time). Possibly a little less than a half hour to cover a couple questions.

- Online teams are always changing and are a good learning experience. One particular instructor was very good about helping a team get going or helping one particular person out.

- Team communication is developed within the class, but sometimes the teacher doesn’t know what is going on! It would be nice to have a sit down with the professor to work out the wrinkles in the group.

- Maybe incorporating team skills in class to see if someone is doing more work than others in the group.

- A little more teacher interaction with each person in the group, there was talk about counseling with individual students. Students are just getting by quarter after quarter with minimal effort.

- Some students are just getting by the work of others. - Sometimes the student feels that when the group denies their work it’s a form of rejection. Discuss the online learning component here at CWU - Is there an alternative to blackboard!! (many instructors do not understand the functionality of

blackboard and do not use it effectively, it is clunky and hard-to-use) - Online instructors need to communicate with students MORE. More communication in the online

courses about posting assignments, due dates, and other important items. - Calendar would be helpful on blackboard (even just a Word document calendar would be fine) - A schedule for exactly what is required throughout the whole quarter would be great and proved to

be very beneficial. i.e. reading, assignments, tests and when they are due mod 1-10 listed at the beginning of the class

- Group section isn’t very easy to use or effective for us to use on blackboard. Too many posts, they resorted to workspace or livespace? Many student groups chose to use either workspace or livespace instead of using blackboard groups as it was easier to share documents and work together. Simulates real business better in either workspace or livespace.

Instructors should use the date feature for assignments in the gradebook so students are clear on due dates.

- Feedback is needed on each assignment. It is hard to know if we are learning the information or doing the assignment right. We need to see specific feedback as opposed to just a number!

- More up to date grading would be helpful. At the end of the quarter “I don’t even know what I have at all” I can’t ask how can I improve my grade if I don’t know what I’m getting.

- For the discussion board our instructor had a in-class discussion and we got a lot more out of it! This particular instructor grouped students into groups of 4 then had them discuss two questions. When that was over, they needed to report back to the group


Appendix D Advisory Board Planning


ROLES AND RESPONSIBILITIES OF THE INFORMATION TECHNOLOGY AND ADMINISTRATIVE MANAGEMENT (ITAM) ADVISORY BOARD

Mission The Information Technology and Administrative Management (ITAM) Advisory Board provides leadership, direction, and support to the constituencies ITAM department serves. It provides a link to those individuals and organizations with the resources, knowledge, and contacts ITAM department needs to achieve its objectives and fulfill its mission of maintaining currency and relevancy, and best serving the students. Guiding Roles

• Act as advisor to the ITAM faculty and staff on matters relating to the advancement of the department, its programs and courses, and information technology hardware and software needs, as prescribed by industry.

• Endorse and advocate for the ITAM to raise its profile as a leading IT Management department in the state of Washington.

• Help build strong relationships between the business community and ITAM department by encouraging organizations and individuals to recruit students, employ graduates and contribute to student learning through mentoring, experiential projects, classroom visits, and internships.

Term on the Advisory Board In general, ITAM Advisory Board members are invited to serve a three-year term. Their participation will be reviewed at the end of their first term by the faculty and they may be asked to serve for a second. After two consecutive terms, members must step down for at least one year. To ensure that all members do not leave at the same time, initial terms will be staggered based on a member’s preference for two, three or four years. All members will be invited to nominate new members. Meetings The ITAM Advisory Board meets once per year, early fall or late spring. If in-person attendance is not possible, members are asked to attend via telephone conference calls. Optional quarterly conference calls can occur to keep members and the ITAM department informed between meetings. Ad hoc committees may be convened from time to time, depending on need and interest.


Person Name (Company) Brent Weisel (Student Rep) Trustee Central Washington University Max Banaker, Leviton Corp

Megan Hammond VP Academic Affairs (Associated Student of CWU) Central Washington University Aaron Scott ConAgra/Lamb Weston Jim Macaluso Eddie Bauer Curtis Lengfelder PACCAR Paul Knorr PACCAR Sandra Hicks QBE The Americas Aaron Zimmerman Bank of the West Vice President – Branch Manager | Ellensburg Branch Andrea Green Amazon.com Patricia “Pat” Daniels Manager, Customer Services Administrative Technology Highline Community College Chris Schmidt Kvalley Computers and Internet Mike Batali Yakima Valley Community College Reed Layher Nordstrom


Appendix E

Student Learner Outcomes Data – Specific Courses


2009-10 Student Learner Outcomes Data – Specific Courses Hideki Takei

Assessment of Learning Outcome for A: An ability to apply knowledge of technology and management skills appropriate to the discipline.

ADMG424 Administrative Management Policy

Quarter Measurement Instrument (75% level) Raw Score Result

% Attainment

Assessment Met

Spring 2010 Item assessed: Write up 1 including strategy assessment tools such as (1) Vision and strategy, (2) EFE and CPM, (3) IFE and Financial analysis -- 75% of students achieve a C (75%) or better N=17

• Identify strategic characteristics and

analyze degree of integrations to (1) vision statement and (2) mission statement.

• Identify key external environments, critical success factors, and internal environments (factors) influencing corporate operations and strategies.

• Identify key financial items in order to assess (1) liquidity, (2) profitability, (3) leverage, (4) turnover, and (5) profit trends.

14/17 82.35 Yes

Terry Linkletter

Assessment of Learning Outcome for B: An ability to analyze a problem, and identify and define the requirements appropriate to its

solution

IT461.A01_1103 Systems Analysis Quarter Measurement Instrument

(75% level) Raw Score Result

% Attainment Assessment Met

Winter ‘10 Group systems analysis and requirements development project/presentation, individual grade • 75% of the individuals are able

to analyze the business needs thoroughly and create appropriate models representing the requirements for system implementation

23/27 85 Yes

Assessment of Learning Outcome for B: An ability to analyze a problem, and identify and define requirements appropriate to its solution

IT461 System Analysis


Quarter Measurement Instrument Raw Score Result


Fall ’09 26/32 81.25% Yes Winter ‘09 42/42 100% Yes Winter ‘08

Group project - 75% of students achieve a C or better in writing a system proposal 18/24 75% Yes

More time has been given to work on the project in class, which seems to help students. Terry Linkletter

Assessment of Learning Outcome for B: An ability to analyze a problem, and identify and define the requirements appropriate to its

solution

ADMG385.A06_1103 Business Communications and Report Writing Quarter Measurement Instrument (75%

level) Raw Score Result


Winter ‘10 Team analysis of business problem / identification of root causes /recommendation of solutions / paper • 75% of the teams are able to

analyze a current business problem and describe effective solutions

13/13 100 Yes

Chet Claar Assessment of Learning Outcome for B:

An ability to analyze a problem, and identify and define the requirements appropriate to its solution

IT461 Systems Analysis

Quarter Measurement Instrument (75% level)

Raw Score Result


Winter ‘10 Systems analysis and requirements development case project, individual grade • 75% of the individuals are able to

analyze the business needs thoroughly and create appropriate models representing the requirements for system implementation

17/19 89.47 Yes

C. P. Wahle

Assessment of Learning Outcome for B: An ability to analyze a problem, and identify and define the computing requirements appropriate

to its solution.

IT 422 – Website Construction Quarter Measurement Instrument (75%




Fall ‘09 Final Exam – production of XML based webpage

22/23 95.6 Yes

Winter ‘10 Final Exam – production of XML based webpage

24/24 100 Yes

Fen Wang Note 1: the students’ assignment and the teams’ project work are assessed Note 2: Fall 2009 – N=24 students organized in 5 teams; Winter 2010 – N=24 students organized in 5 teams Note 3: the assessment results show that more than 85% of the students in this database course have gained the essential knowledge and skills to successfully transform the user requirements into a valid database design and then implement the design in a chosen system platform.

Assessment of Learning Outcome for C:

An ability to design, implement, and evaluate a technology system, process, component, or program to meet desired customer and organizational needs.

IT 468: Projects in Database


Raw Score Result


Fall 2009 Team Project, Deliverable 2: DB Modeling and Design – 75% of the teams are able to analyze the business needs thoroughly and create a conceptual Entity Relationship (E-R) model to represent the entities and relationships involved

5 out of 5 teams

100% Yes

Winter 2010

Team Project, Deliverable 2: DB Modeling and Design – 75% of the teams are able to analyze the business needs thoroughly and create a conceptual Entity Relationship (E-R) model to represent the entities and relationships involved

5 out of 5 teams

100% Yes

Fen Wang

Assessment of Learning Outcome for C: An ability to design, implement, and evaluate a technology system, process, component, or program to

meet desired customer and organizational needs.

IT 468: Projects in Database Quarter Measurement Instrument (75%



Fall 2009 Individual Assignment, Assignment 2, Question 2 – 75% of the students are able to analyze the business needs thoroughly and create a conceptual Entity Relationship (E-R) model to represent the entities and

24 out of 24 100% Yes


relationships Winter 2010

Individual Assignment, Assignment 2, Question 2 – 75% of the students are able to analyze the business needs thoroughly and create a conceptual Entity Relationship (E-R) model to represent the entities and relationships

21 out of 24 87.5% Yes

Fen Wang

Assessment of Learning Outcome for C: An ability to design, implement, and evaluate a technology system, process, component, or program to

meet desired customer and organizational needs.

IT 468: Projects in Database Quarter Measurement Instrument (75%



Fall 2009 Team Project, Deliverable 3: DB Specification and Implementation – 75% of the teams are able to convert the conceptual E-R model into a relational database design and then implement the design in a chosen database management system (DBMS)

5 out of 5 teams

100% Yes

Winter 2010

Team Project, Deliverable 3: DB Specification and Implementation – 75% of the teams are able to convert the conceptual E-R model into a relational database design and then implement the design in a chosen database management system (DBMS)

5 out of 5 teams

100% Yes

Terry Linkletter

Assessment of Learning Outcome for C:

An ability to design, implement, and evaluate a technology system, process, component, or program to meet desired customer and organizational needs.

RMT366.A02_1099 Customer Relationship Management


Raw Score Result


Fall ‘10 Individual quantitative data mining /analysis/recommendation paper

• 75% of the individuals are able to discover and analyze data on recency, frequency, and monetary value of customer interaction to develop strategies for improved customer relations

20/22 91 Yes


Bob Trumpy

Assessment of Learning Outcome for D: Ability to function effectively on teams to accomplish a common goal

ADMG 310 Professional Development


Raw Score Result


Winter ‘10 Group project/presentation individual grade

30/30 100 Yes

Spring ‘10 Group project/presentation individual grade

tbd

David Rawlinson

Assessment of Learning Outcome for E: An understanding of professional, ethical, legal, security, and social issues and responsibilities.

IT301 Information Technology: Security, Privacy and Ethics

Quarter Measurement Instrument (75% level) Raw Score Result


Winter 2010 Online Class

Item assessed: Opinion Paper Assignment Internet Privacy Issue -- 75% of students achieve a C (75%) or better N=23

• Format, professionalism,

accuracy, other; • Current status of the issue(s); • Why the issue(s) exist(s); • What is being done to address

the issue(s); • What do you think should be

done to resolve the issue(s);

11/23 47.82 No

Lori Braunstein

Assessment of Learning Outcome for F: An ability to communicate effectively with a range of audiences.

ADMG385 Business Communications and Report Writing


Raw Score Result


Fall 2009 • Number of students receiving 75% or better on Analytical Report

4/23 61 No

Lori Braunstein

ADMG385 Business Communications and Report Writing Quarter Measurement Instrument (75%




Winter 2010

• Number of students receiving 75% or better on Analytical Report

15/20 75% Yes

Hideki Takei

Assessment of Learning Outcome for G: An ability to analyze the local and global impact of technology and management decisions on

individuals, organizations, and society.

RMT485 International Retailing Quarter Measurement Instrument (75% level) Raw Score

Result % Attainment Assessment

Met Spring 2010

Item assessed: 1st exam including both conceptual questions and a case-based questions -- 75% of students achieve a C (75%) or better N=29

• Understanding basic concepts of (1)

value creation in global markets, (2) retail strategy directions, (3) global marketing mix, (4) international business strategy, (5) financial risks, (6) international PLC, and (7) cultural influences in retail management.

• Understand and apply basic concepts of international retailing (indicated above) to an actual product to be sold in Japanese market.

• Develop basic retail strategy directions, pricing, placing, and promotions for the actual product in Japanese market.

22/29 75.9 Yes


Bob Trumpy

Assessment of Learning Outcome for H: Recognition of the need for, and an ability to engage in, continued professional development

ADMG 372 Leadership and Supervision


Raw Score Result


Winter ‘10 Integrative paper: self-assessment, area of interest

31/32 97 Yes

Spring ‘10 Integrative paper: self-assessment, area of interest

37/41 90 Yes

Christine Bernadas

Assessment of Learning Outcome for J: Ability to identify and analyze customer and/or organizational needs and take them into account in the selection, creation, evaluation, and administration of technologies and management practices

RMT366 Customer Relationship



Winter ‘10 24/29 82.75% Yes Fall ‘09 17/20 85% Yes Summer ‘09

Assignment - 75% of students achieve a C or better in analyze data on recency, frequency, and monetary value of customer interaction to develop strategies for improved customer relations

5/10 50% No

The course syllabus outcome measure is related to data mining and the student ability to apply some data mining. It seems that students have more difficulties to use MS Excel than to understand the technique. A document with a reminder of the basic elements needed in Excel has been added and we can see an improvement in the results. C. P. Wahle

Assessment of Learning Outcome for J: An ability to use current techniques, skills, and tools necessary for computing practice.

IT 422 – Website Construction


Raw Score Result


Fall ‘09 Final cumulative project using XHTML and CSS

20/23 86.95 Yes

Winter ‘10 Final cumulative project using XHTML and CSS

22/24 91.6 Yes


Christine Bernadas

Assessment of Learning Outcome for L: An ability to assist in the creation of an effective plan

ADMG376 Project management and IT



Spring ‘10 17/20(*) 85% Yes Winter ‘10 23/24 93.83% Yes Fall ‘09

Exam - 75% of students achieve a C or better in practical exam1 about using MS project for planning projects.

10/11 90.90% Yes

Terry Linkletter

Assessment of Learning Outcome for N: Ability to advise and consult effectively on technological and managerial decisions

RMT366.A02_1099* Customer Relationship Management


Raw Score Result


Fall ‘10 Individual project consulting to local business manager on customer relationship management/paper

• 75% of the individuals are able to analyze an actual business’s current customer relationship management and consult with management on changes in tools and methods

16/17 94 Yes

Christine Bernadas *There is a direct correlation between attendances of a student in class at 8am and his/her results.

Assessment of Learning Outcome for n: Ability to advice and consult effectively on technological and managerial decisions

RMT366 Customer relationship



Winter ‘10 23/29(**) 79.31% Yes Fall ‘09 19/20(*) 95% Yes Summer ‘09

Individual project - 75% of students achieve a C or better in analyzing an actual business’s current customer relationship management and proposing advices on changes

9/9 100% Yes

** Two students have not submitted their report *One student has not submitted his/her report. The difference between the 1st draft of the report and the final document might be a better measure of a student’s improvement and his/her achievement of the outcome.


Appendix F Student Learner Outcomes – From 09-10 Planning Matrix


CWU Department/Program Assessment: ITAM 2009-10 Program: Bachelor of Science in Information Technology and Administrative

Management

Department/Program Goals

Related College Goals

Related University Goals

Method(s) of Assessment (What is

the assessment?)

Who/What Assessed

(population, item)

When Assessed

(term, dates)

Criterion of Achievement

(Expectation of how good things should

be)

Measured in 2008-09 Assessme

nt Achieved

1. Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen career.

1. Provide for an outstanding academic and professional growth experience for students at all CWU locations. 2. Prepare students to participate in an increasingly diverse economy and environment.

1. Maintain and strengthen an outstanding academic and student life on the Ellensburg campus. 2. Provide for an outstanding academic and student life at the university centers.

a. Completion of pre-admission courses with a C- or better prior to completion of 30 credits earned in the major. b. Successful performance in capstone courses with an earned grade of B- or better. c. Successful participation in internships. d. Demonstration of knowledge in the Student Learner Outcomes.

a. Students b. Students c. Students and employers d. Students

a. Fall, Winter, Spring; pre-entry to major b. Fall, Winter, Spring c. Summer d. Fall, Winter, Spring in capstone courses; exit to major.

a. ___ of students will meet this standard prior to completion of 30 credits earned in major. b. ___ of students will earn a B- or better in the capstone courses. c. 100% (N=28) of students will receive mean scores of 3 or higher in each category of their employer evaluation. d. ___ of students will score 75% or better on exit exam.

a. Not Assessed b. Not Assessed c. Yes. Average 4.52 d. No. Not developed yet.

2. Faculty will provide outstanding curriculum, programs, and advising in the areas of Information Technology, Administrative Management, and Retail Management and Technology.

1. Provide for an outstanding academic and professional growth experience for students at all CWU locations. 2. Prepare students to participate in an increasingly diverse economy and environment.

1. Maintain and strengthen an outstanding academic and student life on the Ellensburg campus. 2. Provide for an outstanding academic and student life at the university centers. 5. Achieve regional and national prominence for the university.

a. Yearly curriculum retreat b. Accomplishments of Student Advisory Council c. Progress toward ABET Accreditation d. Accomplishments of ITAM Advisory Council e. Advising meetings with students at 75 credits and 115 credits f. Demonstrate high quality courses g. Relevant and current curriculum h. Senior Exit Survey I. Focus Groups representing the BS and BAS junior ands senior students.

a. Faculty b. Student Advisory Council c. Department d. ITAM Advisory Board e. Faculty f. Faculty g. Faculty h. Faculty I. Associate Dean or designated person

a. Yearly b. Yearly c. Yearly d. Yearly e. Yearly f. Quarterly and Yearly g. Yearly h. Quarterly, with Yearly review I. Yearly in Spring

a. 100% participation of faculty. b. Student Advisory Council will convene and meet a minimum of once twice per AY to discuss curriculum and other issues. c. Fund 3 faculty participants in ABET Assessment workshop. d.ITAM Advisory Committee will convene and meet a minimum of twice yearly to discuss curriculum and other issues. e. 90% of students meet with advisor at 75 credits and 115 credits. f. SEOIs at or above the college and university means for question #28 and #29. g. All syllabi reviewed, revised, an posted on ITAM web site h. 30 percent of graduating Seniors Surveyed

a. Yes, all TT and T Faculty Participated b. Not Assessed c. Not Assessed d. Yes e. Yes f. Yes g. Yes h. Yes I. Yes


I. Conducted Yearly in Spring

3. Department will recruit and retain qualified faculty.

1. Provide for an outstanding academic and professional growth experience for students at all CWU locations. 2. Prepare students to participate in an increasingly diverse economy and environment. 3. Recruit and retain a diverse and highly qualified faculty to develop and sustain prominent programs.

1. Maintain and strengthen an outstanding academic and student life on the Ellensburg campus. 2. Provide for an outstanding academic and student life at the university centers. 5. Achieve regional and national prominence for the university.

a. Recruitment plan for hiring diverse populations b. Retention of faculty who meet ITAM, CEPS, and CWU criteria of teaching, scholarship, and service c. Participation in faculty development

a. Faculty b. Faculty c. Faculty

a. Search process b. Yearly Activity Report c. Yearly Activity Report

a. Recruitment pools will meet CWU diversity goals maintained by OEO. b. At least 50% of FTEF will be tenure-track or tenured. c. 100% of all full-time faculty will participate in at least one professional development activity.

a. Yes b. Yes c. Yes

4. Department will strengthen partnerships with industry, professional groups, and alumni.

4. Build mutually beneficial partnerships with alumni, industry, professional groups, institutions, and the communities surrounding our campus locations.

4. Build mutually beneficial partnerships with the public sector, industry, professional groups, institutions, and the communities surrounding our campus communities.

a. Accomplishments of BS and BAS ITAM Advisory Board b. Sponsorship of industry, professional, or development workshop c. Maintenance of internship relationships with employers d. Alumni participation in program e. Database of ITAM alumni f. Professional membership in organizations

a. ITAM Advisory Committee b. Department c. Department d. Alumni e. Database f. Faculty g. BAS-ITAM Advisory Committee

a. Spring b. Spring c. Fall, Winter d. Spring e. Yearly f. Yearly g. Yearly

a. BS and BAS ITAM Advisory Committee will convene and meet a minimum of twice yearly to discuss curriculum and other issues. b. Department will support a minimum of one industry, professional, or development workshop. c. Thank you letters in Fall to employers of previous-summer internships; follow-up letters in Winter encouraging employer participation for upcoming summer internships. d. At least four alumni will participate in ITAM programs. e. Develop database and begin populating in Spring 2008. f. Tenure and tenure-track faculty will belong to a minimum of one professional organization germane to their area of teaching, scholarship, and/or service.

a. Yes b. Yes c. Yes d. Not Assessed e. Not Assessed f. Yes

5. Department will support and maintain resources sufficient to provide faculty and students with classroom and lab experiences necessary to be competitive in the information technology industry.

5. Provide professional, high-quality staffing, facilities, technologies, and appropriate resources to ensure the highest levels of academic and professional development.

3. Strengthen and further diversify our funding base to support academic and student progress. 5. Achieve regional and national prominence for the university.

a. Grant preparation to achieve regional prominence b. Course fees are reinvested into technology resources for faculty and students

a. Faculty b. Department Chair

a. Spring b. Spring

a. Develop plan to prepare a grant. b. 85% of funds will be allocated over a 3-year period.

a. No b. Yes

Information Technology and Administrative Management (ITAM) Department (BS ITAM Report) Spring 2010 Assessment of Student Learning for Year 2009-10

CWU Student Learning Outcome Assessment Report for 2010-11 Department: ITAM

Program: Bachelor of Science in Information Technology and Administrative Management

NOTE: Student Learner Outcomes Mapped to 2007-2008 ABET Accreditation Learner Outcomes GUIDELINES: *Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature **Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2) ***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)

Student Learning

Outcomes (performance,

knowledge, attitudes)

Related Program/

Departmental Goals

Related College Goals

Related University Goals

Method(s) of Assessment (What is the

assessment?)

Who Assessed (Students from what courses,

population)

When Assessed

(term, dates)

Standard of Mastery/Criterion of Achievement (How good does

performance have to be?)

Measured in

2009-10. Assessment Met

(a) An ability to apply knowledge of technology and management skills appropriate to the discipline. Identified ITAM Classes for Assessment ADMG 424 IT 271 IT 260 IT 351 IT 362 IT 422 RMT 467


1. Provide an outstanding academic and professional growth experience for students at all CWU locations. 2. Prepare students to participate in an increasingly diverse economy and environment.

1. Maintain and strengthen an outstanding academic and student life on the Ellensburg campus.

a. Course grade b. Project dealing with trigonometry and graphics in Flash c. Cases d. Assignments e. Exam f. Paper

a. Students b. Students c. Students d. Students e. Students f. Students

a. ADMG 271 quarterly (knowledge of mathematics) b. IT 422 quarterly when offered c. IT 362 quarterly when offered d. IT 351 quarterly when offered e. IT 351 quarterly when offered f. ADMG424 quarterly when offered

a. 75% of students will satisfactorily complete their first attempt at ADMG 271. b. 75% of students will satisfactorily complete the trigonometry and graphics project. c. 75% of students will obtain a C or above to their total score for the cases. d. 75% of students will complete the assignment with a C or better e. 75% of students will complete the exam with a C or above f. 75% of students will complete the exam with a C or above

a. Not Assessed b. Not Assessed c. N Not Assessed d. Not Assessed e Not Assessed f. Yes

(b) An ability to analyze a problem, and identify and define the requirements appropriate to its solution. Identified ITAM Classes for Assessment ADMG 372 ADMG 385




a. Final Project b. Final Exam/Production Assignment c. Assignments d. Exam Questions e. Report

a. Students b. Students c. Students d. Students

a. IT 248 quarterly when offered; IT 428 quarterly when offered; ADMG385 quarterly when offered; ADMG424 quarterly when offered; RMT 467 quarterly when offered. b. IT422 quarterly when

a. 75% of students will satisfactorily complete the Final Project. b. 75% of students will satisfactorily complete the Final Project. c. 75% of students

a. Yes, for some b. Yes c. Yes


ADMG 424 IT 248 IT 428 IT 461 RMT 467

offered c. IT 461 quarterly when offered d. IT 461 quarterly when offered e. RMT 467 quarterly when offered

will complete the assignments with a C or above. d. At least 50% of students will complete the requirements’ problem in the exam with a C or above. e. 75 % of students will complete the report with a C or better.

d. Yes e. Not Assessed

(c) An ability to design, implement, and evaluate a technology system, process, component, or program to meet desired customer and organizational needs. Identified ITAM Classes for Assessment ADMG 376 IT 462 IT 468 RMT 335 RMT 366




a. Project b. Project c. Paper d. Exam e. Project

a. Students b. Students c. Students d. Students e. Students

a. IT 376 quarterly when offered b. IT 462 quarterly when offered c. RMT 366 quarterly when offered d. RMT 335 quarterly when offered e. IT 468 quarterly when offered

a. 75% of students will satisfactorily complete the Project b. 75% of students will satisfactorily complete the major project. c. 75% of students will complete the paper with a C or above d. 75% of students will complete the exam with a C or above

a. Not Assessed b. Not Assessed c. Yes d. Yes e. Yes

(d) An ability to function effectively on teams to accomplish a common goal. Identified ITAM Classes for Assessment ADMG 310 ADMG 372 IT 376 IT 462 RMT 340




a. Project with presentation b. Project c. Project d. Assignment e. Selling Plan

a. Students b. Students c. Students d Students e. Students

a. ADMG 310 quarterly b. ADMG 372 quarterly c. ADMG 376 quarterly d. IT 462 quarterly d. RMT 340 quarterly

a. 75 % of students will satisfactorily complete the project with presentation. b. 75 % of students will satisfactorily complete the project. c. 75 % of students will satisfactorily complete the project. c. 75 % of students will satisfactorily complete the assignment. e. 75 % of students will satisfactorily complete the selling Plan.

a. Yes b. Not Assessed c. Not Assessed d. Not Assessed e. Not Assessed

(e) An understanding of professional, ethical, legal, security, and social issues and

1. Students will demonstrate the knowledge,

1. Provide an outstanding academic and professional growth experience

1. Maintain and strengthen an outstanding academic and student life on the

a. Exam questions concerning ethics in business.

a. Students b. Students c. Students

a. ADMG201 quarterly b. ADMG310 quarterly

a. 75% of students will answer the question correctly.

a. Not Assessed


responsibilities. Identified ITAM Classes for Assessment ADMG 201 ADMG 310 ADMG 372 IT 301 RMT 330

skills, and attitudes necessary to be successful in their chosen career.

for students at all CWU locations. 2. Prepare students to participate in an increasingly diverse economy and environment.

Ellensburg campus.

b. Exam questions on ethics in business c. Discussion question concerning ethical decisions in the workplace d. Discussion question concerning internet privacy. e. Case Studies on retail ethics

d. Students e. Students

c. ADMG 372 quarterly d. IT 301 quarterly e. RMT 330 quarterly when offered

b. 75% of students will answer the question correctly. c. 75% of students will receive a satisfactory grade based on a grading rubric d. 75% of students will receive a satisfactory grade based on a grading rubric e. 75% of students will complete the Case Studies with a C or above

b. Not Assessed c. Not Assessed d. No e. Not Assessed

(f) An ability to communicate effectively with a range of audiences. Identified ITAM Classes for Assessment ADMG 310 ADMG 372 ADMG 385 IT 422 IT 461 RMT 340 RMT 350 ADMG/IT/RMT 490




a. Project with presentation b. Project with presentation c. Analytical report d. Project e. Project f. Project with presentation g. Project with presentation h. Discussion Board Thread

a. Students b. Students c. Students d. Students e. Students f. Students g. Students h. Students

a. ADMG 310 quarterly b. ADMG 372 quarterly c. ADMG 385 quarterly d. IT 442 quarterly e. IT 462 quarterly when offered f. RMT 340 quarterly when offered g. RMT 350 quarterly when offered h. ADMG/IT/RMT 490 Summers

a. 75% of students will satisfactorily complete a project with presentation b. 75% of students will satisfactorily complete a project with presentation c. All teams will have at least a C on the analytical report d. 75% of students will satisfactorily complete a project e. 75% of students will satisfactorily complete a project f. 75% of students will satisfactorily complete a project with presentation g. 75% of students will satisfactorily complete a project with presentation h. 75% of students will satisfactorily complete a discussion thread.

a. Not Assessed b. Not Assessed c. Yes/No d. Not Assessed e. Not Assessed f. Not Assessed g. Not Assessed h. Not Assessed

(g) An ability to analyze the local and global impact of technology and management decisions on individuals, organizations, and society. Identified ITAM Classes for Assessment




a. Exam Questions b. Exam Questions c. Exam Questions d. Exam Questions e. Exam Questions


a. IT 301 quarterly when offered b. IT 302 quarterly c. IT 372 quarterly d. IT 362 quarterly when offered

a. 75% of students will complete the Exam Questions correctly b. 75% of students will complete the Exam Questions correctly c. 75% of students will complete the

a. Not Assessed b. Not Assessed c. Not Assessed


ADMG 201 ADMG 302 ADMG 372 IT 362 IT486 RMT 485

f. Exam Questions

e. IT 486 quarterly when offered f. RMT485 quarterly when offered

Exam Questions correctly d. 75% of students will complete the Exam Questions correctly e. 75% of students will complete the Exam Questions correctly f. 75% of students will complete the Exam Questions correctly

d. Not Assessed e. Not Assessed f. Yes

(h) Recognition of the need for and an ability to engage in continuing professional development. Identified ITAM Classes for Assessment ADMG 310 ADMG 372 ADMG 471 RMT 330 ADMG/IT/RMT490




a. Case Study b. Integrative Paper c. Discussion Question d. Exam Question e. Discussion Thread


a. ADMG 310 quarterly b. ADMG 372 quarterly c. ADMG 471 quarterly when offered d. RMT 330 quarterly when offered e. ADMG/IT/RMT 490 quarterly when offered

a. 75% of students will earn a satisfactory grade on the case studies. a. 75% of students will earn a satisfactory grade on the paper a. 75% of students will earn a satisfactory grade on the discussion question a. 75% of students will earn a satisfactory grade on the exam question e. 75% of students will earn a satisfactory grade on the discussion thread

a. Not Assessed b. Yes c. Not Assessed d. Not Assessed e. Not Assessed

(i) An ability to use current techniques, skills, and tools necessary for technology and management practice appropriate to the discipline. Identified ITAM Classes for Assessment ADMG 302 ADMG 371 IT 248 IT 422 IT 426 IT 428 IT 359 IT 470




a. Final Project Grade b. Final Project Grade c. Exercises d. Final Project Grade e. Final Project Grade f. Final Project Grade g. Final Project Grade h. Final Project Grade

a. Students b. Students c. Students d. Students e. Students f. Students g. Students h. Students

a. ADMG 302 quarterly b. ADMG 371 quarterly c. IT 248 quarterly d. IT 422 quarterly e. IT 426 quarterly when offered f. IT 428 quarterly when offered; g. IT 359 quarterly when offered h. T 470 quarterly when offered.

a. 75% of students will satisfactorily complete the Final Project. b. 75% of students will satisfactorily complete the Final Project. c. 75% of students will satisfactorily complete the Final Project. d. 75% of students will satisfactorily complete the Final Project. e. 75% of students will satisfactorily complete the Final Project.

a. Not Assessed b. Not Assessed c. Not Assessed d. Yes e. Not Assessed f. Not Assessed g. Not Assessed h. Not Assessed


f. 75% of students will satisfactorily complete the Final Project. g. 75% of students will satisfactorily complete the Final Project. h. 75% of students will satisfactorily complete the Final Project.

(j) An ability to identify and analyze customer and/or organizational needs and take them into account in the selection, creation, evaluation, and administration of technologies and management practices. Identified ITAM Classes for Assessment ADMG 201 ADMG 372 IT 461 IT 463 IT 468 RMT 366




a. Exam question b. Exam question c. E-R Model Project that includes E-R diagram, logical model, and physical model of system. d. Exam question e. Exam question f. Assignment


a. ADMG 201 quarterly b. ADMG 371 quarterly c. IT 461 quarterly when offered d.IT 463 quarterly when offered e. IT 468 quarterly when offered f. RMT366 quarterly when offered

a. 75% of students will complete the exam with a C or above b. 75% of students will complete the exam with a C or above c. 75% of students will satisfactorily complete the E-R Model Project. d. 75% of students will complete the exam with a C or above e. 75% of students will complete the exam with a C or above f. 75% of students will complete the assignment with a C or above

a. Not Assessed b. Not Assessed c. Not Assessed d. Not Assessed e. Not Assessed f. Yes, Yes, and No (over three quarters)

(k) An understanding of current issues in the content of technology and/or management standards and their application. Identified ITAM Classes for Assessment ADMG 471 IT 486 RMT 340 RMT 485




a. Cases b. Assignments c. Project d. Assignments

a. Students b. Students c. Students d. Students

a. ADMG 471 quarterly when offered b. IT 486 quarterly when offered c. RMT 340 quarterly when offered d. RMT 485 quarterly when offered

a. 75% of students will obtain a C or above to their total score for the cases. b. 75% of the students will complete the assignments with a C or above. c. 75% of students will complete the project with a C or above d. 75% of students will complete the assignments with a C or above

a. Not Assessed b. Not Assessed c. Not Assessed d. Not Assessed

(l) An ability to assist in the creation of an effective project plan.

1. Students will demonstrate the knowledge,

1. Provide an outstanding academic and professional growth experience

1. Maintain and strengthen an outstanding academic and student life on the

a. Project b. Project c. Project

a. Students b. Students c. Students

a. ADMG 372 quarterly b. ADMG 376 quarterly

a. 75% of the students will complete the project with a C or above

a. Not Assessed b. Not Assessed


Identified ITAM Classes for Assessment ADMG 372 ADMG 376 IT 374 RMT 340

skills, and attitudes necessary to be successful in their chosen career.

for students at all CWU locations. 2. Prepare students to participate in an increasingly diverse economy and environment.

Ellensburg campus.

d. Project

d. Students

c. ADMG/IT 374 quarterly when offered d. RMT 340 quarterly

b. 75% of the students will complete the project with a C or above c. 75% of the students will complete the project with a C or above d. 75% of the students will complete the project with a C or above

c. Not Assessed d. Not Assessed

(m) Ability to anticipate and manage continual technological and organizational change. Identified ITAM Classes for Assessment ADMG 302 ADMG 372 ADMG 374 RMT 335




a. Assignments b. Assignments c. Assignments d. Assignments

a. Students b. Students c. Students D. Students

a. ADMG 302 quarterly b. ADMG 372 quarterly c. ADMG 374 quarterly d. RMT 335 quarterly when offred

a. 75% of students will complete the assignments with a C or above b. 75% of students will complete the assignments with a C or above c. 75% of students will complete the assignments with a C or above d. 75% of students will complete the assignments with a C or above

a. Not Assessed b. Not Assessed c. Not Assessed d. Not Assessed

(n) Ability to advise and consult effectively on technological and managerial decisions. Identified ITAM Classes for Assessment ADMG 372 ADMG 385 ADMG 485 IT 461 IT 462 RMT 366




a. Cases b. Project c. Assignment d. Assignment e. Assignment f. Project


a. IT 362 quarterly when offered b. ADMG 385 quarterly c. ADMG 485 quarterly when offered d. IT 461 quarterly e. IT 462 quarterly f. RMT 366 quarterly

a.75% of students will obtain a C or above to their total score for the cases. b. 75% of the students will complete the project with a C or above. c. 75% of the students will complete the assignment with a C or above. d. 75% of the students will complete the assignment with a C or above e. 75% of the students will complete the assignment with a C or above f. 75% of the students will complete the project with a C or above.

a. Not Assessed b. Not Assessed c. Not Assessed d. Not Assessed e. Not Assessed f. Yes

*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature **Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2) ***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)


Appendix G 2008-09 ITAM Feedback Report


CENTRAL WASHINGTON UNIVERSITY 2008-2009 Assessment of Student Learning Report

Feedback for the Department of Information Technology & Administrative Management Degree Award: BS and BAS ITAM Programs: Undergraduate

1. What student learning outcomes were assessed this year, and why? Guidelines for Assessing a Program’s Reporting of Student Learning Outcomes (Target = 2) Program

Score Value Demonstrated Characteristics

4 Outcomes are written in clear, measurable terms and include knowledge, skills, and attitudes. All outcomes are linked to department, college and university mission and goals.

3 Outcomes are written in clear, measurable terms and include knowledge, skills, and attitudes. Some outcomes are linked to department, college and university mission and goals.

2 Outcomes are written in clear, measurable terms and include knowledge, skills, or attitudes. Outcomes may be linked to department, college and university mission and goals.

1 Some outcomes may be written as general, broad, or abstract statements. Outcomes include knowledge, skills, or attitudes. Outcomes may be linked to department, college and university mission and goals.

4

0 Outcomes are not identified. Comments: The department evaluated 3 programmatic goals at the undergraduate level for the BS ITAM and BAS-ITAM programs. One of these goals for both programs was student learning related and encompassed 10 outcomes. It is clear the department has a clear sense of what it’s graduates should know, do and value for both programs. This is all very positive and serves as a model for the college. Outcomes were also linked to department, college, and university goals and included knowledge, skills, and dispositions/attitudes. Although the department is encouraged to continue assessing its programmatic outcomes, the purpose of this particular report was to focus primarily on student learning outcomes (the first goal discussed in the report). 2. How were they assessed?

e. What methods were used? f. Who was assessed? g. When was it assessed?

Guidelines for Assessing a Program's Reporting of Assessment Methods (Target = 2) Program


4 A variety of methods, both direct and indirect are used for assessing each outcome. Reporting of assessment method includes population assessed, number assessed, and when applicable, survey response rate. Each method has a clear standard of mastery (criterion) against which results will be assessed

3 Some outcomes may be assessed using a single method, which may be either direct or indirect. All assessment methods are described in terms of population assessed, number assessed, and when applicable, survey response rate. Each method has a clear standard of mastery (criterion) against which results will be assessed.

4

2 Some outcomes may be assessed using a single method, which may be either direct or indirect. All assessment methods are described in terms of population assessed, number assessed, and when applicable, survey response rate. Some methods may have a clear standard of mastery (criterion) against which results will be assessed.


1 Each outcome is assessed using a single method, which may be either direct or indirect. Some assessment methods may be described in terms of population assessed, number assessed, and when applicable, survey response rate. Some methods may have a clear standard of mastery (criterion) against which results will be assessed.

0 Assessment methods are non existent, not reported, or include grades, student/faculty ratios, program evaluations, or other “non-measures” of actual student performance or satisfaction.

Comments: It is clear that the department has developed and identified several assessment tools to guide programmatic development and reflection. The shear variety of measures is positive and seems to be yielding informative information. Some of these assessment tools were direct (e.g., exams, projects, case studies) and indirect (summative survey, focus group, etc.). All seem effective at measuring student learning and growth. The program should be commended in its use of various direct and indirect instruments to measure student learning. The number of students assessed was very clear as were standards of mastery. This is a major improvement from last year! As stated, the improvements made by the program in developing and analyzing various assessment tools will help in the program’s ability to enact change with regard to curriculum and pedagogy. The program is clearly a leader on-campus with regard to assessment! The effective measures will be of great help to the dept. in making curriculum and pedagogical changes. 3. What was learned (assessment results)? Guidelines for Assessing a Program’s Reporting of Assessment Results (Target = 2) Program


4 Results are presented in specific quantitative and/or qualitative terms. Results are explicitly linked to outcomes and compared to the established standard of mastery. Reporting of results includes interpretation and conclusions about the results.

3 Results are presented in specific quantitative and/or qualitative terms and are explicitly linked to outcomes and compared to the established standard of mastery.

2 Results are presented in specific quantitative and/or qualitative terms, although they may not all be explicitly linked to outcomes and compared to the established standard of mastery.

1 Results are presented in general statements.

4

0 Results are not reported. Comments: Program results were presented in specific quantitative terms. Results were explicitly linked to outcomes and compared to established standards of mastery. It was clear that the department took the feedback from last year and made significant improvements in the way data was presented and explained. The conclusions and data interpretations were matched to the data and seemed to get at the essence of the findings.


4. What will the department or program do as a result of that information (feedback/program improvement)?

Guidelines for Assessing a Program’s Reporting of Planned Program Improvements (Target = 2) Program


2 Program improvement is related to pedagogical or curricular decisions described in specific terms congruent with assessment results. The department reports the results and changes to internal and/or external constituents.

1 Program improvement is related to pedagogical or curricular decisions described only in global or ambiguous terms, or plans for improvement do not match assessment results. The department may report the results and changes to internal or external constituents.

NA Program improvement is not indicated by assessment results.

1

0 Program improvement is not addressed. Comments Program improvement as related to pedagogical or curricular decisions to improve student learning was acknowledged. Mention was made of individual faculty reviewing course outcomes and content in the programs. It would be suggested that program faculty look at the results as a whole and decide on more holistic changes or initiatives that might aid in student learning and achievement. For example, the results of the BS program seemed to suggest that students could do better in meeting outcomes related to analyzing the local and global impact of technology (as based on exams and case studies). The idea of providing student assistance through study guides, pretests, and enhanced presentation materials could be a means to affect performance and student learning. Also, simply knowing that this is an area of need is in itself important and thus warrants particular attention and potentially greater focus in other courses. Making a concerted effort as a program to make changes based on data and assessment results should help strengthen continuous improvement efforts of the program. The program improved from last year by making assessment results more accessible to internal (faculty) and external groups (i.e., advisory) via meetings. The addition of an advisory group for both programs should yield fruitful results. This is all positive and should be continued. 5. How did the department or program make use of the feedback from last year’s assessment?

Guidelines for Assessing a Program’s Reporting of Previous Feedback (Target = 2) Program


2 Discussion of feedback indicates that assessment results and feedback from previous assessment reports are being used for long-term curricular and pedagogical decisions.

1 Discussion of feedback indicates that assessment results and feedback from previous assessment reports are acknowledged.

NA This is a first year report.

2

0 There is no discussion of assessment results or feedback from previous assessment reports. Comments: It is clear that program changes are taking place through new course development and course revision. The challenge will be for the department to better connect data to those changes. In other words, making a clearer connection between outcome data and results and changes provides strong justification for new resources and support for those changes. Overall, this year’s BS ITAM report was a major improvement from last year’s report! It is obvious a great deal of time and effort has been expended in completing the process and in creating the report. It is also clear the department has committed itself to be continuous improvement oriented. The department and chair should be commended for their hard work this past year! Assessment seems well entrenched with the culture of the department and continuation of program effort should yield informative and effective strategies at improving student learning. As always, please feel free to contact either of us if you have any questions about your score or comments supplied in this feedback report, or if any additional assistance is needed with regard to your assessment efforts. Dr. Tracy Pellett & Dr. Ian Quitadamo Academic Assessment Committee Co-chairs


General Education Supplemental – IT101 Computer Applications Assessment Findings and Data Analysis

Students in all sections of IT101 for the past year have consistently met the department benchmark (75% of students attaining 75% or higher) for Word, Access, and PowerPoint skills. Attainment of the benchmark has been inconsistent for the Excel skills, and the benchmark has not been attained for the concepts exams. Beginning Fall 2010, the department will explore reasons for students not meeting the two benchmarks that have been inconsistent, and will implement new strategies to help students succeed in these areas.

% of Students Attaining Score of 75% or Higher

on Exams (Weighted average of all sections) Benchmark met?

Outcome Assessment Spring 2009

Fall 2009

Winter 2010

Spring 2009

Fall 2009

Winter 2010

Demonstrate an understanding of how to use Microsoft Word to create, edit, and format documents, including the use of graphics and tables

Word skills exam administered with myitlab assessment software

91% 93% 88% Yes Yes Yes

Demonstrate an understanding of how to use Microsoft Excel to create, edit, and format worksheets and cells; create and use basic formulas; and create and format charts

Excel skills exam administered with myitlab assessment software 70% 77% 68% No Yes No

Demonstrate an understanding of how to use Microsoft Access to create databases, tables, forms, and reports; and query databases

Access skills exam administered with myitlab assessment software

87% 96% 94% Yes Yes Yes


Demonstrate an understanding of how to use Microsoft PowerPoint to create and format slide presentations

PowerPoint skills exam administered with myitlab assessment software

98% 99% 99% Yes Yes Yes

Demonstrate an understanding of basic Office terminology and concepts

Objective concepts exams administered through Blackboard

71% 71% 67% No No No

IT101 Skills Exams Results (Weighted Average of all sections) Spring 2009

Fall 2009 Winter 2010

WORD 2007 % Correct %

Correct% Correct

5.02 Beginning a New Document and Displaying Formatting Marks 98% 98% 97%5.16 Use the Zoom Slider 99% 99% 99%5.20 Checking Spelling and Grammar in an Entire Document 99% 99% 99%5.21 Previewing and Printing a Document 95% 97% 96%6.01 Setting Margins 98% 99% 98%6.04 Adding Space After Paragraphs 95% 98% 98%6.05 Using the Format Painter 66% 70% 60%6.06 Finding and Replacing Text 61% 66% 62%6.07 Cutting, Copying, and Pasting Text 94% 93% 93%6.15 Customizing Bullets 84% 91% 89%6.16 Inserting and Formatting Page Numbers 76% 77% 72%6.18 Recording AutoCorrect Entries 78% 86% 83%6.23 Creating a Reference Page 88% 89% 91%7.02 Inserting Pictures from Files 93% 95% 94%7.04 Wrapping Text Around a Graphic 97% 99% 99%7.07 Adding a Page Border 91% 94% 94%7.09 Formatting and Removing Tab Stops 73% 77% 74%7.15 Creating and Entering Text into a Table 93% 91% 92%7.19 Converting Text to Tables 86% 86% 85%7.23 Merging Cells 92% 93% 93%

EXCEL 2007 % Correct %

Correct% Correct

9.07 Inserting and Deleting Rows and Columns, and Using the Insert Options Button

83% 87% 84%

9.08 Constructing a Formula, Using the Sum Function, and Editing Numbers in Cells

96% 97% 95%

9.09 Copying a Formula Using the Fill Handle 97% 98% 98%


9.10 Formatting Financial Numbers, Using Column AutoFit, and Using Format Painter

80% 84% 81%

9.13 Charting Data 65% 66% 61%9.15 Deleting Unused Sheets in a Workbook 99% 99% 99%9.17 Displaying, Printing, and Hiding Formulas 74% 79% 71%9.20 Using Arithmetic Operators 88% 89% 89%

10.02 Navigating Among Worksheets, Renaming Worksheets, Changing the Tab Color of a Worksheet

98% 98% 99%

10.04 Clearing Cell Contents and Formats 61% 67% 60%10.05 Copying, Pasting, and Moving Cell Contents 90% 87% 87%10.06 Wrapping Text in a Cell in Several Worksheets at the Same

Ti68% 80% 77%

10.08 Constructing Formulas that Refer to Cells in Another W k h t

60% 71% 69%10.11 Using Parentheses in a Formula 60% 57% 53%10.14 Performing What-If Analysis and Using Paste Special 64% 64% 59%11.02 Using the MIN and MAX Functions 84% 90% 87%11.05 Using the IF Function and Applying Conditional Formatting 65% 73% 65%11.06 Applying Conditional Formatting Using Custom Formats & Data

B65% 69% 67%

11.08 Using the NOW Function 81% 85% 86%11.10 Sorting and Filtering in an Excel Table 75% 82% 77%IT101 Skills Exams Results (Weighted Average of all sections) Spring

2009 Fall 2009 Winter

2010 ACCESS 2007 % Correct %

Correct% Correct

12.05 Deleting a Field in Design View 100% 100% 100%12.06 Modifying a Field Size and Description in Design View 97% 98% 97%12.08 Adding a Second Table to a Database N/A 97% 96%12.09 Adding Records to a Second Table 100% 100% 100%12.11 Using the Simple Query Wizard to Create a Query 99% 99% 100%12.13 Creating and Printing a Report 97% 97% 97%13.03 Creating Table Relationships and Enforcing Referential

I t it87% 93% 91%

13.04 Printing a Relationship Report 92% 94% 91%13.06 Sorting Records in a Table on Multiple Fields 97% 98% 97%13.09 Creating a new Query From an Existing Query 97% 99% 97%13.12 Specifying Criteria Using a Field Not Displayed in the Query

R lt91% 95% 92%

13.13 Using Is Null Criteria to Find Empty Fields 94% 96% 94%13.17 Using Comparison Operators 95% 96% 94%13.18 Using the Between. . . And Comparison Operator 71% 74% 76%13.19 Using AND Criteria in a Query 95% 95% 95%13.22 Using a Wildcard in a Query 67% 70% 66%13.23 Using Calculated Fields in a Query 65% 68% 66%13.24 Using the MIN, MAX, AVG and SUM Functions in a Query 88% 90% 88%14.01 Creating a Form 87% 91% 92%14.05 Creating a Form Using the Form Wizard N/A 97% 97%

POWERPOINT 2007 % Correct % % Correct


Correct15.06 Inserting a New Slide 99% 99% 99%15.07 Increasing and Decreasing List Levels 99% 97% 98%15.10 Adding Speakers Notes to a Presentation 99% 99% 99%15.14 Modifying Slide Layout 99% 99% 100%15.15 Changing the Presentation Theme 99% 99% 99%15.16 Creating Headers and Footers 95% 95% 96%15.21 Moving Slides 96% 97% 97%15.25 Accessing PowerPoint Help 98% 98% 98%16.02 Changing a Bulleted List to a Numbered List 99% 99% 99%16.06 Inserting a Picture Using a Content Layout 98% 98% 98%16.10 Adding Text to Shapes 97% 96% 96%16.11 Applying Shape and Picture Styles 81% 83% 81%16.13 Applying Slide Transitions to a Presentation 95% 94% 93%16.21 Creating a SmartArt Diagram from Bullet Points 92% 89% 91%16.22 Changing the Color and Style of a Diagram 97% 95% 96%17.01 Applying a Background Style 74% 70% 74%17.02 Hiding Background Graphics 99% 99% 100%17.06 Applying Entrance Effects 83% 91% 93%17.09 Creating a Table 88% 84% 87%17.12 Creating a Column Chart and Applying a Chart Style 99% 99% 100%

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